Linda M. Paquette EDU 6710 C15-The Enduring Legacy of the American Revolution- Equality Title: The ~ Heroes of Courage and Social Change July 24, 2009 Grade Level:7 Unit Length: 4-5 weeks Seminar Impact ~ There are several lines from William Chafe's book, Civilities and Civil Rights that emphasize why students need to realize that they can make a difference. “America would never be the same once students discovered the power of direct action protest and others followed their example.” And the “second theme to emerge from the sit-ins involves the inherent fallacy of permitting other people to define one’s life and possibilities.” (Chafe 98)This is often true for our students…and I borrowed Mr. Chafe’s words to include them in the key ideas for this unit. I spoke with Mr. Chafe briefly before his presentation and asked him what would be one thing that he would tell junior high students. His answer, “Help them to understand that change happens because of what you learn.” The seminar speakers stressed the concept of change through individual and group empowerment. I often sense that students feel less and less empowered rather than the opposite. For whatever the reason, it is important that they learn the possibilities of their voices and actions.

Proposal/Unit Overview Students can spot an injustice or an inequity very quickly. There is, however, a gap between recognizing a wrong and taking action. Students may energetically express their discontent. “It isn’t fair.” “That is so not right.” Yet they are unable to move forward. Fear, helplessness, insecurity, and lack of knowledge are all reasons for this inability to make right the wrong they see. They need to see and then believe that they, as students, can make a difference. They need to feel empowered rather than helpless. The novel, Warriors Don’t Cry by is the basis for this unit. The novel tells the true story of the nine courageous students who integrated Central High School in Little Rock, in 1957. The book follows their turbulent and dangerous entrance into the school, through each frightening day and ends with the graduation of Ernest Greene. Through Melba’s eyes the students will look at racial inequalities and how she and the eight others chose to enter and remain in a segregated school in spite of the extreme efforts to stop them. The students will ultimately consider the question, What are the effects of stereotyping, prejudice and discrimination and what does it take to stand up against them? Before and while reading the novel, the students will explore the Civil Rights Movement by reading, analyzing, and discussing: primary sources and other resources, film and documentaries. They will have opportunities to use varied formats to respond to the events of the Movement: journaling, poetry, readers’ theater, visual arts and music. They will make connections with and find role models in the nine students and other heroes who during that time saw the wrong and found the courage to make it right. At the

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end of the unit, each student will design, create and display a monument to the Little Rock Nine. Students will also put their knowledge and understanding of the Civil Rights Movement into action by identifying a social injustice or need within the school or community. They will plan and complete a service project (chosen by the group as a whole) that will bring about a positive change. They will be expected to maintain a journal reflecting on their project experience. The project may continue over the course of the year. (http://www.learningtogive.org/lessons/unit232/_ This site provides excellent ideas.

Central Questions: ~ What is courage (discuss and/or review)? ~ What are the effects of stereotyping, prejudice and discrimination and what does it take to stand up against them? ~What is the importance of education? ~What were the goals of the Civil Rights Movement? ~What strategies did the participants of the Civil Rights Movement use? ~What role did students play in making change? ~ Why did so many oppose the integration of schools? ~ If you had the chance to participate in any of the events of the Movement, which would you chose and why? ~ Are there examples of inequity in your school or community? If so, what are they and what could you do to make a change?

Challenge Questions: ~ Historically, blacks have been kept from obtaining a good education. Why do you think it was important for the white majority to keep a portion of the population uneducated? ~If you were going to participate in a freedom march or ride anywhere in the world today, where would you travel and what injustices would you protest? ~How did the social, cultural, and political conditions in the south contribute to the opposition of school integration and other equal rights issues? ~ Are there conditions in the world today that continue to contribute to social inequities?

Key Ideas: · Prejudice and discrimination resulted in segregation in schools, workplaces, housing, and public places. · Individual and group courage was a driving force behind the fight for equality and justice. · Civil Rights leaders and participants used various strategies to make the changes needed for equality and justice. · Students can make a difference and nine students did challenge the “white power dynamic” in the United States. · A person should not allow another to define her or his life and possibilities (Chafe 98.) 2

· Fear can turn into mistrust and hatred. What were people afraid of?

Intended Learning Outcomes: Students will: ~Apply prior and new knowledge to analyze the topic of racial inequality in the United States. ~Engage in critical discussions of Warriors Don’t Cry by Melba Pattillo Beals and improve fluency and reading comprehension through use of the Vermont Reads Nine Reading Strategies. ~Explore and analyze primary sources. ~Locate and note key ideas/main ideas by marking important passages in the novel and primary sources. ~Analyze and interpret facts or events by viewing them from different perspectives ~Discover and confront the inequities in the country during the Civil Rights years (as a challenge, consider whether or not inequities continue to exist). ~Research where the Little Rock Nine are today and what they are doing. ~ Complete a data based question (DBQ) on the Civil Rights Movement. ~Participate in small group discussions. ~Formulate high level questions. ~ Complete a Response to Literature essay based on Warriors Don’t Cry. ~ Maintain a journal of writing responses to the novel and other articles, sources. ~ Demonstrate understanding of the strategies used by Civil Rights workers.

National and Vermont Standards Addressed and Assessed *(examples of activities /assessments in red) National History Standards~ Era 9- Post-War United States 1945-early 1970 Standard 4 -The struggle for racial and gender equality and for extension of civil liberties. (journal responses, structured journal, class discussions, DBQ, essays, poems, role play) Vermont Standards and Grade Expectations (in first parenthesis, assessment ideas in second set) 1.3 -Reading Comprehension (journal entries, quizzes, questions, class discussions) 1.5/1.6- Writing Dimensions and Conventions (essays, short and extended answer test questions) 1.7 – Response to Literature (VT writing rubric) 1.12- Personal Essay (VT writing rubric) 1.19- Research (presentation, speech, play, display, song lyrics) 2.1 (H/SS7-8:1)-Types of Questions, Social and Historical Questioning (student prepared questions for class discussions/tests 3.3- Respect (Class participation quidelines/rubric includes respect, journal responses) 3.11- Interactions (group/team work, community service learning) 4.4 (H/SS 7-8:14)-Effects of Prejudice, Students Act as Citizens (journal response, community 3

service learning project) 4.5(H/SS 7-8:8)-Continuity and Change, Connecting Past and Present (time line, essays, graphic organizers) 5.12 Literate Community (reading, class discussion, written responses)

*All activities are assessed according to specific criteria or rubrics given to students when activity/work assigned.

Preparation for teaching unit:

· Copy of Warriors Don't Cry by Melba Pattillo Beals for each student · Journals for each student and journal prompts · KWL chart · Photocopies of reading selection from A History of Us – All the People by Joy Hakim http://www.joyhakim.com/history.html · Journal and journal prompts for each student · Laminated photos of Little Rock Nine and front pages and photos from Arkansas Gazette,(1957) New York Times(1954) one photo per student www.nps.gov/history www.archives.gov/education www.ardemgaz.com www.centralhigh57.org · Photo analysis worksheet for each student www.archives.gov/education/lessons/worksheets/photo.html · Film and Documentaries Eyes on the Prize http://www.pbs.org/wgbh/amex/eyesontheprize/about/fd.html A Time for Justice, www.tolerance.org · Primary sources ~ for example, Brown vs. Board of Education http://www.landmarkcases.org/brown/home.html · Post-it notes and chart paper · Criteria/guideline lists and rubrics as needed · United States Atlas http://www.nystromnet

****Please note that daily plans are not written in stone. Much depends on the kids, learning styles and interests. One day may roll into the next, so be flexible.

A VOCABULARY LIST is started on the first day of the unit, added to and discussed as unit progresses.

Day 1 – Introduction to Unit 4

Journal Prompt #1: In journal, write about a time when you felt that you were treated unfairly. Why do you think you were treated this way? How did you react and what did you do? (See appendix for reflective response rubric) Discuss/Process ~ Ask for volunteers. (If none, anonymous post-it notes will work!!!) Reading: Without telling students where selection comes from, have students read a page or two from Warriors Don't Cry. Give each student a photocopy of the selection. I used portions from Chapters 7 and 12. Discuss~ Ask students if they can guess when this took place and why. Some will have background knowledge, some will not. Homework: In journal, write about a time when you really wanted to change something in your life or in your community. Were you able to make the changes? Why or why not? (Explain to students that you will read and respond to their journals and journal responses will count as part of their classroom participation grade)

Day 2 – KWL Ask if anyone would care to share homework journal response. KWL Chart http://www.eduplace.com/graphicorganizer/ Explain to the students that the class will be reading Warriors Don't Cry, a memoir by one of the Little Rock Nine who integrated Central High School in 1957. After explaining how to use the graphic organizer, have students to fill out the KWL with whatever background knowledge they have about the Civil Rights Movement. Encourage and welcome all questions! Discuss –Hand out post-it notes. Ask students to write down one or two questions from the KWL (or more if they choose to) and place the questions on a large piece of newsprint or poster chart paper on the wall. The questions will remain up (and added to) throughout the unit. At this point I add the essential questions from the unit. Homework- Hand out Warriors Don't Cry. For homework, students will compose five questions based on their observations of the front and back covers of the novel. Students will use post-it notes that have been provided to them.

Day 3 – Photo Analysis Post-its – Student add homework post-it questions to the chart. Photo Analysis- Give each student one photograph (for example-Little Rock Nine on the first day of school, members of the crowd and National Guard outside the school, front page of pertinent newspaper) and copy of photo analysis worksheet (www.archives.gov/education) Directions are provided on the analysis sheet. Give ample time to complete. Ask each student to share their interpretations of the photographs. Closure/Assessment or homework ~ 3-2-1 http://www.readingquest.org/pdf/321.pdf or Ticket Out

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Day 4- Process Photo Analysis 3-2-1 Share student responses from homework and continue discussions about photographs. Students often ask to exchange photos and do a second analysis. Do so if time permits. Homework – Read “A Struggle to Change Hearts and Minds” and create 5 questions based on reading.

Day 5- “A Struggle to Change Hearts and Minds” Reread article out loud with the students for reinforcement. Ask students if they would like to add to their questions. Time for this may vary depending on reading levels of class. Remind them that all questions are ok. Discuss article and questions. Homework ~Journal prompt- What does it take to be a hero?

Day 6 – Film Structured Journal – Review and/or explain the format and “how to” for a structured journal. (see appendix) Structured Journals may be handed out as separate handouts or format used in regular reading journals. View – A Time for Justice www.tolerance.org or Eyes on the Prize Fight Back 1957-1962 www.pbs.org

Homework- Complete Structured Journal

Day 7- Film Discussion Share Structured Journals as basis for discussion. Refer back to post-it questions to see if some might be answered at this point. Homework- Read Chapter 16, "Three Boys and Six Girls" from A History of Us – All the People by Joy Hakim http://www.joyhakim.com/history.html

Day 8- Big Paper - Building a Silent Conversation Big Paper Activity - http://www.facinghistory.org/resources/strategies/big-paper-building- a-silent-c Lay out large pieces of paper on desks or tables. On each is either a prompt, a quote, a question, or a phrase from the homework reading. Each student has a marker and goes from paper to paper, responding to prompt. There is no talking at all until all students have written something on each paper. Silence is very important. When silent writing is over, students go back to each paper and read what has been written, exchanging comments and thoughts to written responses.

Day 8-Brown vs Board of Education Research-(Computer Access needed) Briefly explain to students that the Brown vs. Board of Education Supreme Court decision was the reason that The Little Rock Nine were able to attend Central High. Inform students that they will be doing research

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on this historic decision. Give each student handout with questions and website address. (see appendix)

Day 9-Brown vs Board of Education (cont.) Review and discuss research finding with the students.

Day 10 (and on until finished) Warriors Don't Cry Hand out and fully explain Little Rock Nine Monument Assignment, guidelines and assessment rubric. Explain to students that part of their final assessment for the unit will be the monument. They will also complete a Response to Literature paper. Begin with reading the first few chapters out loud with the class. Students should follow along as you read. There are many student/teacher guides available on-line with excellent activities, chapter by chapter discussion questions, and writing prompts. Combining study guide questions with your own usually works best. Adapt and adjust to classroom and student needs. For example: http://www.sparknotes.com/lit/warriorsdontcry or just GOOGLE the title and you will be richly rewarded :) Throughout the reading of the book, students completed reading assignments, practiced reading strategies, took the usual quizzes and tests for reading comprehension, wrote eagerly in their journals, asked countless questions (one of which lead us to a documentary on the KKK which we took time to watch), added to vocabulary lists, worked on their monuments in class, voiced their opinions (and learned to support them with evidence and/or details), looked at primary sources, more photographs, answered most of the post-it note questions from the beginning of the unit, made connections to the world around us today by discussing personal experiences or current events and because Emmett Till's name came up, we watched a documentary about his life and death and discussed the impact of these events on the Civil Rights Movement. After completing the book, we watched the film The Story, which tells the story of Central High from his perspective. Much discussion centered on how young people can be heroes.

Provide writing workshop time to work on Response to Literature.

The Little Rock Nine Monument Presentations “officially” end the reading of the book.

Extensions: 1. Students may identify a need or an “inequity” in their school or community

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and work on a service learning project to make changes or improvements. 2. Students often wonder where The Little Rock Nine are today. There is much information about where they are and what they are doing. My students designed and assembled a bulletin board titled, “Where Are They Now?”

Appendix

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PHOTO ANALYSIS (1.13- Clarification and Restatement, 2.1-Questions, 2.8-Taking Risks, 3.3 Respect)

What Do You See? Photo Analysis Guide Observation Knowledge Interpretation Describe exactly what you see in the photo. What people and objects are shown? How are they arranged? What is the physical setting? What other details can you see? Summarize what you already know about the situation and time period shown, and the people and objects that appear. Say what you conclude from what you see. From evidence, what can you infer? What's going on in the picture? Who are the people and what are they doing? What might be the function of the objects? What can we conclude about the time period? Further Research: What questions has the photo raised? What are some sources you can use to find answers? The Photo Analysis Guide was created for the American Memory Fellows summer institute at The Library of Congress. © 1996 - 2002 Linda C. Joseph and Linda D. Resch All Rights Reserved

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MONUMENT TO THE LITTLE ROCK NINE Expectations and Criteria and Assessment This project will allow you the opportunity to become the designer and creator of a monument to honor the nine students who integrated Central High School. Scoring 4-3-2-1

Appearance of the Project The monument's appearance is professional and polished without distractive elements.4 The monument's appearance is quite professional and polished few distractive elements.3 The monument's appearance is somewhat poor. Some distractive elements.2 The monument's appearance is poor. Many distractive elements.1 Content-Facts The monument's content is exemplary and suggests the student has discovered the important ideas of his/her topic.4 The monument's content is good and suggests the student has discovered most of the important facts of his/her topic.3 The monument's content is fair/poor and suggests the student has not discovered most of the important facts.2 The monument's content is poor and suggests the student has not done sufficient research or reading..1 Images -Models All images or models are effective and balanced with text use.4

All images or models are effective, but there appear to be too few or too many.3 Some images or models are effective but their use is not balanced with text use.2 Too few images or models are used to be an effective presentation.1 Content-Labeling Included 20 or more items. There are no spelling or labeling errors. All labels are neatly written.4 Included 15-20 items. Very few spelling or labeling errors. All labels are neatly written.3

Included 10-15 items. Several minor spelling or labeling errors. A few of the labels are messy.2 Included less than 10 items. Significant number of spelling or labeling errors. Labeling is not neat.1 Style-Organization Monument is interesting and attractive. Materials are complete and organized to present the ideas well.4 Monument is interesting and attractive. Materials are complete and well organized. Presentation has sequence and plan evident.3 Some parts of the monument are interesting, not try.. Some materials are complete organized. Presentation has some sequence and plan evident.2 Monument is uninteresting, not tidy, unclear. Materials are incomplete and not organized. Presentation has no sequence or plan evident.1

Creativity -Appearance Monument is excellently presented reflecting creativity and a lot of thought.4 Good creative effort. Monument is neat and shows evidence of time spent on it.3 Some attempt made to add color and originality. Monument is neat.2 Little attempt to add color or originality. Monument has sloppy appearance.1

Presentation Criteria for Little Rock Nine Moment

1.15 Speaking 1.3 Reading Comprehension ü Relax....:) ü Presentation explains how monument demonstrates clear (evident to viewer) connection with the Little Rock Nine who attended Central High School in 1957.______ü Presentation explains how monument demonstrates your understanding of the students' courage, strength, dignity and perseverance.______ü Presentation is articulate, well planned and organized. Note cards used. ______ü Speaker uses accepted conventions of English grammar. (This means, like, you know, you talk, not like this, totally, but like you are like speaking in a formal like manner....)______ü Speaker shows an awareness of the audience. Look up!!!!______ü Speaker is aware of pace (not too fast, not too slow), volume (not too loud, not too soft), enunciation (pronounce words clearly and distinctly) and expression (show you care!)._____ ü Presentation has an effective introduction and conclusion. ______

Little Rock Nine Monument Guide Standards Expectations/Criteria Design Finished Monument demonstrates careful planning and preparation (yes, anyone can tell when something is hastily thrown togetherJ). Minimum of three sketches included with final monument. Size should be approximately 12'' X 12''. Larger is possible, conference first. Do not use play dough. All appropriate monuments will be on display.

Creativity/Originality Student demonstrates original ideas, evidenced through sketches and student/teacher conferences. Student willing to make changes if needed.

Attitude/Cooperation Student participated in a positive and productive manner during work time. Student was consistently engaged in work and on task. Materials cleaned up and put away at end of class. Effort Finished monument demonstrates effort and efficient use of time; student persists with work in spite of problems encountered. Context Monument demonstrates clear (evident to viewer) connection with the Little Rock Nine who attended Central High School. Monument shows understanding of the students' courage, strength, dignity and perseverance. Presentation Articulate, well planned and organized. Note cards used.

Reading Strategy ~ Making Connections Text to Self 1.

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Text to Text 1.

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Response to Literature Warriors Don't Cry by Melba Pattillo Beals

Courage is defined as the attitude of facing and dealing with anything recognized as dangerous, difficult, or painful instead of withdrawing from it; the quality of being fearless or brave; the capability to go forward to do what one feels is right in spite of danger, difficulty or pain. Over the course of time, heroes have shown courage in the face of adversity.

Prompt ~ Melba and the eight others who entered Little Rock Central High in 1957 were nine young people very different from each other, yet all carried courage within them as they went through the year. How did Melba and the others demonstrate this courage? Use specific details and examples from the story to support your answer. Be sure that you have an opening paragraph, a body and a conclusion.

Assessment (Vermont New Standards Rubric for Responses to Literature. Standard 1.7)